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Tom O. Mitchell, Adam Gledhill, Ross Shand, Martin A. Littlewood, Lewis Charnock, and Kevin Till

welfare, and advocate developing the player on a holistic level ( Ivarsson et al., 2015 ; Larsen, Alfermann, Henriksen, & Christensen, 2013 ; Mills et al., 2014 ). English professional soccer academies are largely guided by the Elite Player Performance Plan ( EPPP, 2010 ), which provides regulatory

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Kevin A. Becker, Ayana F. Georges, and Christopher A. Aiken

related area of research that suggests it may be possible to focus on the general feeling of executing the skill without encouraging conscious control of movement. Mullen and Hardy suggested that process goals that focus on the general feeling of the movement (i.e., holistic goals) could facilitate

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Daniel L. Springer, Arden J. Anderson, Stuart M. Dixon, Stacy M. Warner, and Marlene A. Dixon

remain regarding the capacity of short-term programs to foster outcomes such as global awareness. Can sport management students increase their awareness and capacity as holistic global citizens via a short-term study abroad experience? The conditions that enable personal growth during long-term trips

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Knud Ryom, Mads Ravn, Rune Düring, and Kristoffer Henriksen

typically performs among the top teams in their oldest age groups (15 years and older). However, the club imposes a strong focus on process rather than results, which is why no list of specific youth team achievements exists in the youth academy. The TD Environment: A Holistic Ecological Approach Research

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Andrew Friesen and Terry Orlick

Incorporating the holistic development of the athlete into an applied sport psychology intervention has been addressed in the literature (e.g., Bond, 2002; Ravizza, 2002). How sport psychology consultants actually practice holistic sport psychology remains unclear. The purpose of this research was to provide a clarification as to what holistic sport psychology is and examine the beliefs, values, theoretical paradigms, and models of practice of holistic sport psychology consultants’ professional philosophies (Poczwardowski, Sherman, & Ravizza, 2004). Qualitative interviews with five purposefully selected holistic sport psychology consultants were conducted. In general, holistic consulting can be interpreted to mean: (a) managing the psychological effects to the athlete’s performance from nonsport domains; (b) developing the core individual beyond their athletic persona; and (c) recognizing the dynamic relationship between an athlete’s thoughts, feelings, physiology, and behavior. The corresponding beliefs, values, theoretical paradigms, and models of practice of holistic consultants were also presented.

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Nicole T. Gabana, Aaron D’Addario, Matteo Luzzeri, Stinne Soendergaard, and Y. Joel Wong

, 2019 ; Wilson, Forchheimer, Heinemann, Warren, & McCullumsmith, 2017 ). Similarly, sport psychology literature has emphasized the importance of taking a holistic approach to the athlete performer, advocating for an integration of the physical, psychological, social, emotional, and cultural aspects of

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Dr. Margaret Talbot

With this paper, I explore the need to study people who take part in sports holistically and inclusively. A critique of uncritical “scientism” is developed, illustrated by examples of distorted use of sports science and abusive sporting practice, especially as they relate to women and girls. The need to balance performance discourse with ideologies of sport as a liberatory and humane activity is argued. Holistic approaches to establishing a common scientific pedagogy for women working in physical education and sports science are recommended.

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Allyson C. Hartzell and Marlene A. Dixon

advances, the current understanding is still typically cross-sectional in nature and lacks a holistic perspective that would account for both work and nonwork factors in women’s career decisions and representation in leadership. Thus, a much needed step toward understanding how to improve women’s career

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Athanasios G. Papaioannou

Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle’s philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students’ motivation for physical activity, health and well-being are presented. While modern motivational theories and research have partly addressed the holistic and internal motivational components of excellence, they have yet to address its harmonious part. In this article it is explained why all three components of excellence are required to promote eudaimonic well-being, which is the ultimate aim of Olympism. It is argued also that the conceptualization of hedonic-eudaimonic well-being should be primarily based on the “me” versus “us” meaning. While current physical activity experiences more often reflect a hedonistic perspective, to promote health and well-being for all, an eudaimonic perspective in teaching in physical education and youth sport is needed. This should primarily focus on the promotion of Olympic ideals, such as excellence, friendship, and respect. These three ideals and well-being are all very much interconnected, when all three components of excellence exist in excess. To promote excellence, Olympic ideals, and well-being, the core ideas of an educational philosophy promoting excellence in physical education and youth sport are presented.

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Philip Maffetone